You Are What You Eat: Fueling The Olympic Fire



You Are What You Eat: Fueling The Olympic Fire

Grade Level: 6-8

Subject: Writing, Applied Math, Life Science, Visual Art, Nutrition

Time needed: 3-5 days based on a one hour class

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|Lesson Overview |

|Lesson Summary |Students will research and compare the dietary/nutritional needs of average middle school students |

| |and a world-class athlete.  Students will create a well-balanced menu based on a typical day for |

| |each person.  The balanced menu will include caloric intake and a breakdown of fats, carbohydrates, |

| |and proteins for the day. |

|Objectives |Students will become familiar with their own dietary needs and learn how to meet those needs within |

| |a single day using the food pyramid.  |

| |Students will compare nutritional and fitness needs of three types of people. |

| |Students will create a daily menu for themselves and athletes based on nutritional needs and the |

| |food pyramid. |

|Student Prerequisite Skills |How to calculate calories from grams of fat and grams of carbohydrates.    (1gram of fat = 9 |

| |calories, 1gram of carbohydrates = 4 calories). |

| |Some basic math skills (addition) |

|Materials |Nutritional guides for teenagers and athletes (active adults) |

| |Food pyramid provided by the USDA |

| |Calorie charts |

| |See Web sites listed below for this information. |

| |

|Directions |

|Suggested Lesson Plan |Students will research the caloric intake for an average middle school student (based on activity |

|Procedures |level) and an active adult (athlete). |

| |Students should break down the caloric intake for each person based on the ratios of fats, |

| |carbohydrates, and proteins needed as defined by appropriate dietary allowances. |

| |Using the food pyramid and various calorie charts, students should create a well-balanced daily menu|

| |that reflects the nutritional needs and caloric content for a day. Students should write a narrative|

| |summary of their investigations. Included in this summary should be their own caloric needs for the |

| |day, an athlete's caloric needs, and an explanation of the best way to manage the dietary balance of|

| |fats, proteins, and carbohydrates. |

| |Before beginning the next step (creating a menu), introduce students to the You Are What You Eat |

| |chart (attached). This chart will help students organize their information effectively as they begin|

| |to create their menus.    |

| |Create the menu.  In a creative and colorful way, students should create a menu that presents their |

| |daily meal plan - one menu for the student  and one menu for the athlete. |

|Teacher Notes |This activity could be used at the end of a unit on nutrition, as it assumes some basic |

| |understanding of calculating calories.   |

| |The chart has been provided to help students organize their research information.  The chart could |

| |also be used in assessment, in order to verify the dietary balance of the student menus.  |

| |The menu can be created in a variety of ways, on paper, using a desktop publishing program, or even |

| |Power Point. |

|Related Web Sites |USDA Dietary Guidelines for Americans 2000, 5th Edition : (PDF files)  These printable brochures |

| |outline the dietary guidelines (fitness and nutrition) for Americans.  They also provide comparable |

| |information for previous dietary guidelines. |

| |Nutrition Navigator: Rates nutrition Websites. |

| |Sports and Nutrition: A winning connection from University of Illinois Extension.  |

| |Recipes: Australian Institute of Sports nutrition suggested recipes for sports diets. |

| |Healthy Bodies: Our own Summer Games health and nutrition page. |

| |: A nutrition and fitness resource |

| |Diets for Athletes: Dr. Louise Burke of Australia has some suggested peak performance diets for |

| |athletes. |

| |Food and Nutrition Information Center: Information and interactive activities |

| |Official Olympic Site: Contains athlete profiles |

| |Mike's Calorie and Fat Gram Chart for 1000 Foods : A list of  foods and their caloric values, with a|

| |breakdown of fats, carbohydrates, and proteins. |

|Technology Supplies |Computer(s) |

| |Internet Connection |

| |Internet Web Browser |

|Modification for |Special Needs Students : |

|Differentiated Instruction |Outline the dietary needs for themselves only, create a menu based on one person.  |

| |Create a food diary based on one day of eating. Put those foods into a food pyramid to see how much |

| |of each category is being consumed. |

| |Take a menu from a local restaurant and ask students to select foods that would be nutritious.   Put|

| |those foods onto the food chart and calculate their calories and nutrients. |

| |Gifted Students : |

| |Ask students to  keep a log based on one day of eating and compare this to their recommended daily |

| |allowances. |

| |Students could prepare one of the meals for their family and ask them to rate it based on taste, |

| |presentation, and nutritional value. |

| |Select a country participating in the Olympics and create a menu based on foods available from that |

| |country. |

|Student Assessment |Written Assignment, Rubric: See attached document "You Are What You Eat: Fuel the Olympic Fire |

| |Rubric" |

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